MOOCs, SPOCs, DOCCs and Other Bugs

Naert, Frank

doi:10.2139/ssrn.2595174

Cited by 8 publications

(5 citation statements)

References 6 publications

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“…Так, в рамках направлений Проекта повышения конкурентоспособности ведущих университетов Российской Федерации среди ведущих мировых научно-образовательных центров (Проект 5-100) создание репутации национальных университетов как ведущих мировых научно-образовательных центров предполагалось реализовать в том числе за счет МООК на национальном и международном уровнях 1 . По данным Министерства науки и высшего образования России, на начало 2020 г. число массовых открытых онлайн-курсов в России составляло 1077, из них 627 были разработаны университетами-участниками Проекта 5-100 2…”

Section: особенности российского рынка моокunclassified

“…1) cMOOCs -коннективистские МООК, которые предполагают, что преподаватель выступает в качестве посредника между студентами в их образовательной деятельности, а образовательный процесс построен на само-и взаимообучении студентов. Здесь отсутствует предопределенность содержания курса, преобладают автономность, самостоятельность, многовариантность [2];…”

Section: Introductionunclassified

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Widening Horizons. Why Russian Universities Place MOOCs on Open Learning Platforms

Kazin,

Pavlova

2023

umj

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The main objective of this article is to find out the Russian universities’ motives for developing and placing exponential massive open online courses (xMOOCs) on open educational platforms. The study shows that in such decisions the universities are motivated not only by the direct profit from their courses implementation, but also by other reasons, which can be divided into two groups: 1) encouraging the use of university development opportunities and 2) aiming to overcome deficiencies and shortages in university’s activities. The majority of motives, such as “online programs promotion for additional and further professional education”, “the university’s overall brand promotion”, and “online higher education programs promotion”, are focused on development opportunities, only one (“teachers’ qualifications improvement”) aimed at overcoming deficiencies.

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Section: особенности российского рынка моокunclassified

Section: Introductionunclassified

Widening Horizons. Why Russian Universities Place MOOCs on Open Learning Platforms

Kazin,

Pavlova

2023

umj

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“…Modern researchers describe a wide range of online courses, such as MOOC, BOOC (Big Open Online Course), DOCC (Distributed Open Collaborative Course), LOOC (Little Open Online Course), MOOR (Massive Open Online Research), and SPOC (Small Private Online Course) (Naert, 2015). While MOOCs are recommended as a supplement to classroom teaching, in cases where a teacher needs to increase the time of personal interaction with students, their mastery, and engagement, a Small Private Online Course (SPOC) could be more suitable (Fox, 2013).…”

Section: Online Technologies For Teaching Music Remotelymentioning

confidence: 99%

Fostering future music teachers' professional skills: developing a signature pedagogy using e-learning

Karkina,

Mena,

Valeeva

et al. 2023

Front. Educ.

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IntroductionThe emergency crisis due to the COVID-19 pandemic caused noticeable changes that stimulated the transition to the new normal based on the digitalization of our systems. In this regard, the revision of learning tools in higher education exposes new challenges and requires the development and implementation of digital technologies. Fostering future music teachers' professional skills needs designing of online resources that provide close student–teacher interaction, as well as the engagement of students and regulation of their professional music practice. Based on the theory of Shulman, the signature pedagogy in music education was developed and implemented in an e-learning environment by a small private online course. The aim of the research was stated: How and which students' music teacher professional skills are affected in the process of e-learning based on the signature approach? The research was conducted at Kazan Federal University. During the educational process students studied the professional practicum.MethodsTotally, 124 students from 1st to 4th academic level had taken part in the experimental work in the academic year 2021–2022. All of them studied bachelor programs for future music teacher as full- or part-time regime and studied the online course in MOODLE during the experiment. A combination of online tasks which cover all the types of the music teacher‘ professional activities was suggested. Considering the aim of the research, the multi-case study research methodology was chosen, using a mixed method approach, resourcing mainly to questionnaire, interview, documental analysis, and observation as data gathering methods, and descriptive statistical analysis, as data analysis techniques.ResultsThe main results demonstrate the effectiveness of the developed online course that allowed to significantly foster students' music teacher professional skills.DiscussionThe investigation of the efficiency of using e-learning for training future music teachers' professional skills was carried out in this study. To improve future music teachers' skills according to the features of the professional field, a signature pedagogy approach was suggested. The contribution of the paper brings the detail characteristic of the signature pedagogy in music education, and the way of its implementation by the means of online tools.

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“…Collaboration among institutions, both nationally and internationally, is often highlighted as one of the greatest opportunities in relation to MOOCs (Brown & Costello, 2015;Naert, 2014;Siller & Muuß-Merholz, 2014, as cited in Schuwer et al, 2015;Valkenburg, van Kos, & Ouwehand, 2014). Educational institutions often point to competition among institutions as a motivating parameter for producing…”

Section: Enablers and Barriers Concerning Moocs And Institutional Colmentioning

confidence: 99%

Institutional Collaboration on MOOCs in Education—A Literature Review

Nortvig

Christiansen

2017

IRRODL

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This literature review seeks to outline the state of the art regarding collaboration between educational institutions on Massive Open Online Courses (MOOCs) launched in Europe and in the US for the past 10 years. The review explores enablers and barriers that influence national institutional MOOC collaboration, and looks into how existing knowledge about institutional collaboration on e-learning can be used in MOOC collaboration. The review is based on a literature search in databases and on snowballing techniques. It concludes that collaboration on MOOCs can be advantageous in terms of ensuring quality and innovation in the common learning designs, and that-in order to succeed-such projects need strategic and institutional support from all partners involved. Moreover, the review points out barriers concerning the reluctance of individual institutions to engage in national collaboration due to fear of potential loss of their own national branding and the teachers' hesitancy or passive resistance to new educational platforms and formats.

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MOOCs, SPOCs, DOCCs and Other Bugs

Abstract: Abstract

Cited by 8 publications

References 6 publications

Widening Horizons. Why Russian Universities Place MOOCs on Open Learning Platforms

Widening Horizons. Why Russian Universities Place MOOCs on Open Learning Platforms

Fostering future music teachers' professional skills: developing a signature pedagogy using e-learning

Institutional Collaboration on MOOCs in Education—A Literature Review

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